When shoes become hammers: Goal-derived categorization training enhances problem-solving performance.

Abstract

Problem-solving theories have not examined how solvers navigate their knowledge to interpret problem situations or to plan strategies toward goals. In this article, the author argues that success in problem solving depends on the solver's ability to construct goal-derived categories, namely categories that are formed ad hoc to serve goals during the instantiation of problem frames. Experiment 1 (N ϭ 140) showed improved problem-solving performance after training to construct goal-derived categories. Experiment 2 (N ϭ 80) demonstrated that effects of training in category construction can be obtained without participants being explicitly informed regarding the relevance of training to problem solving. These studies suggest that problem solving is a dynamic expression of goal-directed cognition and provide evidence for the involvement of categorization in problem-solving processes. Keywords: problem solving, categorization, goal-derived categories, ad hoc categories, insight problemsProblem solving refers to a situation in which the solver develops and implements plans with the intention of moving from a problem state to a goal state within a range of constraints. Some problem-solving situations are well-defined, wherein both the goal to be achieved and the path to be followed for the solution are obvious (e.g., solving the equation 125 ϫ 5 ϭ ?). In contrast, other problem-solving situations are ill-defined, wherein both the goal and the steps necessary for its completion are ambiguous, and the solution possibilities appear infinite (e.g., how to attach a candle on the wall with a book of matches and a box of tacks). Theories of problem solving have examined a variety of strategies by which individuals reach solutions to different problems. Such theories approach solvers' success with a problem either as the result of special thinking processes (e.g

The Effects of Performance Incentives and Creativity Training on Creative Problem-Solving Performance

“…The insight problems used in this study involved objects such as candles, trucks, watches, ropes, and desk lamps, and I expected university students to have working knowledge of such everyday objects. Prior studies used similar tasks and found university students to be appropriate participants even though students were a convenient population from which to sample (Chrysikou, 2006).…”

“…The problems used in this study were taken from McCaffrey (2012) and include the Duncker candle problem among others; similar problems have been used in past research on insight generation (e.g., Ansburg & Dominowski, 2000;Chrysikou, 2006;Dominowski & Dallob, 1995 Participants, however, were not obligated to spend the full seven minutes on each question and could move on if they felt that the solution had been found or if they had given up looking for the solution. Participants were also told that they could submit multiple (up to five) textual responses and that they would be given credit if one of their responses was correct 34 I sincerely thank Anthony McCaffrey, who provided not only his dissertation but also the detailed performance statistics for each problem.…”

“…The concept behind the GPT is not new. Chrysikou (2006) used an alternative categories task, i.e., asking people to list as many different uses of objects as possible, to prime a similar mindset, which helped individuals solve insight problems similar to the ones used in McCaffrey (2012b). In fact, the alternative uses task, developed by E. P. Torrance, is one of the most popular tests of creativity (Baas et al, 2008).…”

“…information processing styles rather than memorizing additional content (Chrysikou, 2006;McCaffrey, 2012a). However, not all creativity training programs are effective or effective to equal extents; in their meta-analysis, Scott et al (2004) find that programs that apply cognitive models generate the most positive effects among both divergent thinking and problem-solving tasks.…”

“…Participants in this condition were asked to rapidly type the first word they thought of after seeing a stimulus word. The WA task was developed by Christensen and Guilford (1958) and was shown not to impact creativity on subsequent insight problems (Chrysikou, 2006;McCaffrey, 2012a). Providing such 'placebo training' was superior to having the participants do nothing because this approach controlled for the possibility that any type of training / exercise, rather than creativity training in particular, could increase performance as a result of individuals gaining confidence at the task (Chrysikou, 2006;Clapham, 1997).…”